Leading by Convening: The Power of Authentic Engagement Joanne Cashman, Ed.D. Director, The IDEA Partnership at The National Association of State Directors of Special Education (NASDSE)

I am glad to be here! Let’s find out….Who is here? Very briefly, Name Current Role Other roles you have held in education that shape your perspective On Chart, tally Roles : teacher, principal, curriculum, higher ed, transition, drop out, alternative ed Years by 5’s Experiences can influence perspective…open or close opportunities to learn How are we doing on perspectives? What important perspectives are not represented Lets be aware of that as we work today.

Do We Have with Us Those That Are … or Have Been Teachers Special Ed … General Ed Early Childhood Providers Related Service Providers Administrators State Ed Agency Special Ed…General Ed Parents and family members All kids … Kids with disabilities Community Leaders Professional Association Leaders Family Group Leaders Other ... As we talk today ... let’s be aware of the perspectives that are … and are not …in our experience.

Out Time Together... Identity and role Habits of Interaction Coalescing Relevant Participation Doing Work Together New Leadership Competencies Becoming a Leader and a Learner Creating ‘two-way learning’ Establishing a rhythm of Interaction Engaging everybody Developing ‘other leaders’ Building an ‘ally relationship Perspectives that shape identity Identity and role Engagement as Strategy Leading by Convening New leadership New skills

Identity We define who we are by what is familiar and what is foreign. We define ourselves by what we are not as well as by what we are. These relationships change. In changing, we carry a bit of each as we go around. Our identities are not something we can turn on and off. You don’t cease to be a parent because you go to work. You don’t cease to be a nurse because you step out of the hospital. Multi-membership is an inherent aspect of our identities.” Source: Etienne Wenger, Organization, 2000 Do you have a multi-membership identity?

About Your Identity... To what extent does limited or extensive past roles influence your current role? To what extent do you believe that others can change perspective if they have different experiences?

Think about It… Do you have a ‘sticky’ trait? What one skill or trait has persisted across the years to help you achieve what you have achieved? Take one minute and write your sticky trait. Share it with a partner Facilitator asks for some of the traits identified… Ask…what do the traits have in common…( hopefully most or all are ‘soft’ skills…skills on pesonal/human side.

Why does our personal value for human side not translate to our work in systems? At a recent meeting of very high profile business, military and education leaders…this Wordle captures their sticky traits. What do they have in common with the traits we identified today? Observation. ..when we reflect on what accounts for our success…we identify the human side…yet when we address problems…we often overlook this insight! Organizations and agencies also behave in this way…somehow the ‘human’ side is not where we go to find new approaches …or seek solutions …we have learned that That is beginning to change…in greater numbers, we are learning that real progress has a human side. Today, we ask you to consider how that understanding translates to the persistent problems in creatign comprehensive school based MH programs.

Does that understanding carry over to our role as SEA leaders? As people we know the ‘human side’ is important to gaining our support and sustaining it. Does that understanding carry over to our role as SEA leaders?

How Will We Meet the Challenge? Is information enough? Is evidence based practice enough? Is implementation fidelity enough? Can we make sustainable progress without the active engagement of those at the practice level? Our current and multiple identities can help us bridge the gap.

Consider this... , "State of America's Schools" “ …teachers were the least likely of any profession surveyed on workforce engagement to respond positively: whether they feel their opinions at work count, and whether their supervisor creates an "open and trusting environment."  "State of America's Schools" Gallup Poll, 2014 How might other school based professions respond?

Engagement as Strategy Strategy is more than a goal, an objective or an activity. It is a course of action that impacts change at many levels in the desired direction. NASDSE, 2014 We need a new way of working recognize the value of stakeholder engagement a new role for state and local agencies – leading by convening We need to draw attention to the power of relationships and the strategy of convening We need to pursue engagement as strategy at national, state, local and building levels There are predictable issues when working with individuals and the same is true with states, agencies and districts…. Some people don’t recognize they need to change; they will not do it in a deep way…essentially, they will continue to do things in essentially the same way with a few new ‘bells and whistles’ Some know they need to change but they do not really know how …or are ambivalent about engaging their stakeholders . They are used to a one way relationship…but know they know that they have to develop a two- way relationship. They need encouragement to make the change Some of the people who know they need to change, and want to engage in more authentic ways, need support/encouragement/accountability through the change We believe this is a time to draw attention to the power of relationships in achieving change stakeholders as allies in making the change convening as the strategy for building a organizational culture that can sustain the change

Importance of Relationships in Change There will never be enough laws, policies, processes, documents, etc. to force change. Change is best realized through the relationships we build with those people and groups that have a common interest toward solving a persistent problem or seizing an opportunity. Bill East, NASDSE, 2012 In your view…where is the promise an the challenge with this statement? This understanding speaks to the current move away from compliance as the single indicator of success.. This is an important opportunity for change. The Partnership work on Authentic Engagement and Leading by Convening is built on this understanding.

Living the Logic Multiple stakeholders Multiple perspectives Multiple agencies and divisions with multiple initiatives Building the relationships that help us cross boundaries Reaching out to those with influence an those in authority Reaching out to engage each other!

Leading … and Leading by Convening Many want to be more inclusive in their leadership style There are specific behaviors that advance or are constrain engagement We can learn to be aware of and change those behaviors Engagement is a habit that can be cultivated! Leading by Convening: A Blueprint for Authentic Engagement is designed to convey the lessons learned over 15 years General and Special Education Educators and families Education agencies and related state and national agencies Page 5 Leadership Styles What is the best and worst of top down and bottom up approaches How is Leading by Convening become a hybrid

Convening as a ‘New Discipline’ Convening is: More than a meeting More than facilitation The beginning of a relationship focused on practice change Bringing people together in face to face and virtual ways is just the start…we have to find ways for people to contribute…and help them do it! This is the new role as a convener……we are talking about convening across school and community efforts ..and sometimes across agencies…a ‘system convener’ role So…why convene? We need to become allies in making the changes to practice stick…we have evidence based practices…but face continual challenges to implementation and fidelity...no group, agency or organization can do it alone. Predictable changes in leadership make it critically important to have deep understanding in the field that will help the work go on across leadership changes. In the connected world we live in now…stakeholders expect to be engaged…to have a role. If we do not engage them authentically and as allies in accomplishing goals…..we risk having opposing groups undermine efforts with misinformation

Persistent Challenges Technical Challenge Requires information, knowledge or tools Adaptive (Relationship) Challenges Requires understanding and a willingness to make behavior changes Source: Heifetz and Linsky, Leadership on the Line, 2002 We are really very good at technical challenges…but how well do we address adaptive challenges? To meet its promise, the SSIP must address technical and adaptive challenges. This is where the Blueprint supports the change. The Blueprint is based on the social learning work of Etienne Wenger on CoP …and Heifetz and Linksy on Technical and Adaptive change.

The Leadership Challenge Learning that technical solutions are necessary but often not sufficient Knowing when a persistent problem needs a adaptive (relationship) solution Building adaptive (relationship) skills as a part of strategy This should be informed by a deep conversation with a wide group of stakeholders who understand the diverse implementation environments and provide insights that cannot be conceptualized within the organization or by ‘experts’ that do not have direct experience with the forces that drive and restrain change within and across the districts.

The IDEA Partners have used the work of Etienne Wenger on social learning and communities of practice ;and Heifetz and Linsky on Technical and Adaptive Change to describe deep interaction that change the way people behave. They have developed a Blueprint for authentic engagement that supports convening as a leadership behavior and habits of interaction

Coalescing around Issues Adaptive/Human Elements Technical Elements   Value each and all perspectives Acknowledge individuality of language Agree upon the accurate data Reach consensus through common understanding in the group Acknowledge and agree a collective impact is greater than the individual impact Agree to move on specific actionable goals Determine the issue Seek out and acknowledge related initiatives at differing levels of scale Develop mission, vision statement, guiding principles, and ground rules of interaction Develop process of continued engagement Develop work scope and actionable goals Use a process of reflection

Ask Yourself….. Which side might be the most challenging? Where might you begin? What could go wrong?

Coalescing Around issues Depth of Interaction Informing Level (sharing/sending) Networking Level (exchanging) Collaborating Level (engaging) Transforming Level (commitment to consensus) Acknowledging and valuing diversity Core group of interested stakeholders disseminate information to potential interested stakeholders, across roles, to inform about issues and invite into the discussion Stakeholders from diverse roles exchange ideas and resources with one another; Clarification on role-specific vocabulary is at beginning stages; Outreach to others with a specific focus on roles not yet involved continues Diverse stakeholders engage in dialogue about issues; Differences are acknowledged and explored; A common vocabulary begins to emerge Diverse stakeholders with diverse perspectives are engaged through multiple ways in active collaborative dialogue about issues in order to reach consensus about priorities and future research, policy, and practice opportunities Researching and agreeing on relevant data Personal and professional experiences (anecdotal) are the primary source of evidence for consideration Stakeholders consider what other data beyond personal stories could be a source of evidence and begin collecting relevant data and resources Stakeholders identify relevant data from across disciplines, examine for common themes and understanding (collective analysis) Through consensus, stakeholders agree on the anecdotal and research data from various perspectives and sources relevant to the issue Decision-making through consensus Core group identifies an issue of importance Stakeholders contribute to the discussion bringing in other perspectives Stakeholders take into consideration the whole issue, develop a common understanding, and develop areas of agreement Through consensus, stakeholders determine the specific aspects of the issue that the group will move forward to influence Coalescing to move to future work together Core group intentionally shares with others, who are not already stakeholders, the reason for caring about this issue; Meeting one on one with targeted persons/ organizations/etc. Stakeholders are intentional about inviting new members into the group work; Being purposeful in getting the people in the same room to work together Stakeholders develop grounding documents (mission, vision, guiding principles, and ground rules; Stakeholders develop and agree on a process of continued communication that fits their needs Through consensus, stakeholders develop a set of actionable goals that define the work scope of the effort; Relationships have been built for strategic advantage Review the rubric…then put a check on the deepest level of collaboration that you have been engaged in

Let’s look at the tools for Coalescing Explore: Four Simple Questions Meet the Stakeholders

Ensuring Relevant Participation Adaptive/Human Elements Technical Elements   Demonstrate a commitment to inclusion and participation Engage stakeholders who are representative, relevant, purposeful, knowledgeable, and influential Acknowledge disagreement as part of the process to move forward Engage through leadership; begin with a skilled facilitator; continue through shared leadership Implement a process of welcoming and orienting Develop guidance on when to convene Develop and follow communication protocol Contribute to and create a shared vocabulary Conduct an environmental scan Use a process of reflection

Relevant Participation Has Several Faces: Range, Frequency, and Role In your own words … If we want to create relevant participation…what do we need to pay attention to ? On the technical side Could these actions be addressed with a tool, a protocol or a plan? On the adaptive side What does the adaptive side require that the technical side does not require?

Ensuring Relevant Participation Depth of Interaction Informing Level (sharing/sending) Networking Level (exchanging) Collaborating Level (engaging) Transforming Level (commitment to consensus) Ensuring diversity among relevant stakeholder representatives Core group of interested stakeholders disseminate information to potential interested stakeholders, across roles, to inform about issues and invite into the discussion Stakeholders from diverse roles exchange ideas about who else might be important to this issue (relevant stakeholders); Outreach to others with a specific focus on roles not yet involved continues; Ideas about method preferences, accessibility, and responsibilities are exchanged A process of welcoming and orienting is in place for new members; Inclusion and participation supports are in place Supports for participation are a natural way of working together; Each and all in the group take responsibility for inviting and orienting new members of the group Creating opportunities for engagement on the issue Core group of interested stakeholders invite others to participate in various ways (on- or off-site) Stakeholders share preferences for on-site and virtual methods of communication Group develops guidance on when to convene; Stakeholders consider suggested communication methods that meet the needs of the members and match methods with purposes and/or types of engagement activities The group considers and utilizes, as appropriate, multiple methods for engagement (online, face-to-face, conference calling, etc.; Methods are utilized and modified as needed; Flexibility in method use is demonstrated Working together to facilitate understanding of the issue and diverse perspectives Core group initiates an environmental scan to determine who else has resources to contribute to the work Stakeholders from diverse roles exchange information, share work that has been done previously; An environmental scan is conducted and others with expertise, materials, and resources are invited into the group Stakeholders contribute to and create a shared vocabulary; They reach across systems in reviewing, critiquing, and revising/confirming the issue to be addressed Stakeholders demonstrate disagreement is a way to reach agreement; A common vocabulary is used; The question of who else needs to be involved continues to be addressed Evolving leadership roles The core group identifies and shares a variety of different roles and functions that can occur within the group as it evolves Stakeholders discuss roles and responsibilities and determine who is interested in assuming specific roles for distinct periods of time or in relation to a particular sub-issue or activity; Flexible leadership is emerging Group members are working together and assuming roles and responsibilities appropriate to their knowledge, skills, and interests; Shared leadership is emerging Shared responsibility and accountability for all roles and activities is evident; Roles are flexible and different people assume them at different times, as needed Look at the Operational Decisions. How do they support kinds of relevant participation (Range, frequency and role) Look at the first 2 columns…how common are these behaviors look at the last 2 columns…how common are these behaviors Lets look at the tools… Engaging Everybody Take the temperature…..1-10..where are you on the utility of relevant participation for your work?

Explore: Engaging Everybody Let’s look at the tools for Relevant Participation Explore: Engaging Everybody

Adaptive/Human Elements Doing Work Together Adaptive/Human Elements Technical Elements   Value and appreciate diversity in participants and interactions. Model and demonstrate respect for and among all participants. Practice shared leadership. Encourage and support participants’ personal investment in the value of the work. Acknowledge the human need (individual and group) for recognition. Develop and maintain principles for interaction and engagement. Develop a structure for convening and working together. Create and maintain systems to support group interactions. Identify levels of potential interaction/influence. Develop and implement an action plan. Use a process of reflection. Look at both sides. In your experience, which is harder? On the technical side…what do you notice? On the adaptive side…In your view, which is the one most overlooked?

Think about it….. Look at the technical side …. Is it primarily one-way or two-way interaction? Now….look at the adaptive side. If you were to rank the statements…how would you rank them … starting with the most important?

Doing Work Together Doing the Work Together Depth of Interaction Informing Level (sharing/sending) Networking Level (exchanging) Collaborating Level (engaging) Transforming Level (consensus decision-making) Engaging diverse participants in completing the relevant work The expanded group (after coalescing) informs others about the proposed work and the anticipated outcomes, along with the opportunity to participate. Each group agrees to become the conduit for their members to learn and be involved. Stakeholders work together to share unique perspectives and begin the work. Efforts to find others who might be important to this work are ongoing and intentional. Partners who have experienced working together with a diversity of individuals cannot think of any other way to work. This type of engagement is internalized and expected. Evolving leadership roles The expanded group informs their constituents that the effort is underway and opportunities for engagement continue. Stakeholders share levels of expertise in organization, facilitation, etc.. Members begin to identify and ask individuals to facilitate certain activities. Meeting facilitation is shared among members of the group. Flexibility in leadership is evident based on comfort and skill levels of the individuals. Members of the group demonstrate willingness to work together to accomplish a common goal. Flexibility in leadership is evident. When designated facilitator becomes unavailable another steps up from the group. Working together to understand and articulate the issue The expanded group communicates evolving ideas, issues and resources. The expanded group seeks opportunities for their constituents to respond to the current ideas, issues and resources. Stakeholders consistently revisit their structures for interaction and revise as needed. Group members agree and clearly articulate the work through the products created and/or their discussions with others. Working together to plan and implement action The expanded group identifies strategic ways in which to customize messages for their audience and help them to act. Participants exchange ideas about the work and how it could be accomplished, possible action steps and timelines. Through shared decision-making, stakeholders create a well-developed action plan. They share responsibility and are actively engaged in implementation of the plan. Transparency and open communication occurs between and among different levels. Vertical and horizontal influence occurs as a result of implementation of the action plan. Practitioners influence policy, policy influences practice.   Look at the behaviors to carry out the operational decisions Look at the last two columns… How would work change if these behaviors were common?

Leading by Convening means we….. Meet people ‘where they are’ on the issue. Bring people together to build support for addressing the issue. Convene the stakeholders to discover why this is important and how it will improve practice. Translate complex challenges into ways that individuals can contribute. Help people ‘lead in place’ regardless of role, position, or title. Create new knowledge together. Solve complex issues that need the various perspectives/aspects that contribute to problems/solutions. Build a personal commitment to working in this way because we believe inclusive work is better and more sustainable work. Cultivate the habit of collaboration. Integrate collaboration into the identity of the group and the individual. Other…..  

Group Change: Toward a Culture of Collaboration Leading by Convening Informing Level (sharing/sending) Networking Level (exchanging) Collaborating Level (engaging) Transforming Level (consensus decision-making) Evaluating and showcasing collective influence through accomplishments and positive outcomes Disseminating program outcome data to interested stakeholders Sharing success stories (anecdotal) Exchanging ideas about what we think and believe was successful and has been accomplished Determining together what constitutes the standards for success Reviewing together work based upon these standards Identifying, sharing and celebrating accomplishments Looking for opportunities to influence change as a result of these accomplishments Considering opportunities for replication and generalization Observing there is vertical and horizontal influence that occurs as a result of this work Have you ever experienced a Culture of Collaboration? Peter Senge…The Learning Organization… In your view .. can organizations learn?

Individual Change: Toward a Different Identity as a Collaborator Leading by Convening Depth of Interaction Informing Level (sharing/sending) Networking Level (exchanging) Collaborating Level (engaging) Transforming Level (consensus decision-making) I am a learner and a leader stating clearly that I am here to learn from others stating clearly that I am willing to share leadership acknowledging leading comes through skill development asking others to come to the table as learners and to lead as they feel comfortable relying on leadership from those with influence and expertise as needed knowing that in the role of leader I am still a learner moving with ease in and out of the learner and leader roles   When meeting a new challenge/issue, I cross environments by… consciously seeking out others with interest in the challenge/issue and sharing my information and questions with them consciously ensuring that others I seek out are coming from differing roles/ experiences/perspectives exchanging questions, ideas and resources with one another clarifying role-specific vocabulary consciously asking who or what perspective is still needed to make the best decisions and inviting them into the conversation engaging in dialogue about the challenge/issue with as many differing perspectives “in the room” as possible utilizing communication systems that support working across environ-ments (conference calls, electronic media, etc.) no longer needing to bring the process of crossing environments to the conscious level inviting and engaging with others automatically I rely on a blended leadership style to address new challenges/issues by… analyzing data around the issue sharing my perspectives with others asking others to share data and perspectives listening carefully to what others have to share asking clarifying question offering possible solutions calling on others in the group to lead or facilitate discussions ensuring that each has an opportunity to share encouraging consensus decision-making consciously building relations that attend to the human as well as the technical side of working together using with automaticity activities/strategies that support relationship-building acknowledging that each and all stakeholders have a role and their interactions produce value With ongoing interaction…can people change? Our experience says YES.